Abstract In this article, we describe an inquiry‐based teaching activity developed in a public high school in Brazil. The objectives were to (a) develop an experimental activity grounded on the students’ autonomy for formulating and testing hypotheses, (b) address Biology topics from a historical and multidisciplinary perspective, (c) stimulate skills of scientific writing and oral presentation, (d) discuss medico‐legal importance of necrophagous insects, and (e) apply biological information to job careers. Students performed an experiment that mimicked the theoretical and methodological framework devised by Francesco Redi's experiments on flies and decomposing meat. Baits (bovine spleen) were exposed in the field under different levels of access to necrophagous flies. The students proposed treatments and hypotheses and learned about the importance of replications. The students collected the larvae and reared them until adult emergence. After counting and identification of the emerged insects, we explored the biological meaning of the data and the implications for future careers (e.g., forensic entomology). The students produced scientific reports and presented seminars on the diversity and abundance of necrophagous flies. They considered the experience as successful and related the results to solving practical problems and the work of scientists. Competencies recommended in the high school curriculum in Brazil, such as teamwork, autonomy, scientific accuracy, and knowledge on science‐related jobs, were encouraged. We conclude that a historical view of how biological concepts are constructed can be successfully applied to teaching Natural Sciences.
Vasconcelos et al. (Wed,) studied this question.